Formative Assessment Michele Jabin Tahsha Rick Wormeli Formative

Formative Assessment Michele Jabin Tahsha

Rick Wormeli: Formative and Summative Assessment http: //www. youtube. com/watch? v=r. Jx. FXjf. B_ B 4

What is Formative Assessment? Is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics “Chapter 1. Formative Assessment: Why, What and Whether” W. James Popham, Transformative Assessment

Definition 2 Formative assessment is used every day in every lesson to adjust instruction and improve learning and allows for adaptations in daily lessons to meet the learning needs of students. “Formative Assessment for Student Achievement and Engagement” - Alberta Initiative for School Improvement

Goal Monitor students learning provide ongoing feedback helps teacher address issues of where students are struggling students can identify their strengths and weaknesses Improves studying tactics

Formative assessment is considered “low stakes”

Why We Need Formative Assessment? Improves both quantity and quality of the information used for student assessment Is also called complementary assessment. The purpose is to help students better understand the material, leading to better scores on summative assessments. “Act as learning tools before, during and after test administration”Kari Smith, From Test Takers to Test Makers

Continuation. . . Teaches students both factual aspects and analytical, discussion based knowledge of the concept is being covered Focuses on feedback- helps students to learn what areas they need to work on Studies have shown that formative assessment leads to substantial learning gains, especially amongst lower achievershelps reduce the range of performance within the class

And most importantly. . . Eliminates the “race for the top mark” and helps all students to reach their potential and go beyond what they had achieved previously Replaces the belief that only a select few students can succeed with the belief that all students can succeed

Classroom Applications Educators use formative assessments to assess how students are performing and how particular lessons are working for the class Some types of formative assessments include individual whiteboards, Laundry Day, and the Appointment Clock

Individual Whiteboards Display Answers students can easily write short answers and then hold up their board Partners can practice spelling words Quick Mood Gauge draw a face; happy, neutral, or sad on their boards

Laundry Day Students group themselves around 4 different types of laundry detergent Tide; students believe that the information might drown them Gain; students understand the basic concepts but are missing the finer details Bold; students are fairly confident that they will pass the test, but still have a few questions Cheer; students are certain that they will be successful on the test

Appointment Clock Students find 3 separate partners to schedule appointments at the quarter hour, half hour, and 45 minute mark Teacher begins the lesson and provides students with questions to answer during their appointments Students move to their first appointment, while the teacher walks around listening to the discussions Students continue this for the remainder of the lesson Teacher can then understand what content the students are grasping and make any adjustments for future lessons

Class Activity Appointment 1 Question 1: What is your definition of formative assessment? http: //www. online-stopwatch. com/countdown-timer/

Class Activity Appointment 2 Question 2: What do you think the differences are between formative and summative assessment? http: //www. online-stopwatch. com/countdown-timer/

Class Activity Appointment 3 Question 3: What do you think are the downfalls of formative assessment? http: //www. online-stopwatch. com/countdown-timer/

Discussion!

Bibliography Black, Paul, and Dylan William. Inside the Black Box: Raising Standards Through Classroom Assessment. N. p. : Phi Delta Kappa International, 11 Nov. 1998. PDF. Dochy, F. , M. Segers, and D. Sluijsmans. Studies in Higher Education. London: Routledge, 1999. PDF. Dodge, Judith. "What Are Formative Assessments and Why Should We Use Them? " Teachers. Scholastic, n. d. Web. 18 Oct. 2013. <file: ///Users/tahshaschabler/Documents/ED 2500/What%20 Are%20 Formative%20 Assessments%20 and%20 Why% 20 Should%20 We%20 Use%20 Them%3 F%20%7 C%20 Scholastic. com. webarchive>. Formative Assessment for Student Achievement and Engagement. N. p. : Alberta Initiative for School Improvement, n. d. PDF. Lynette, Rachel. "Teaching Tools: 7 Ways to Use Individual Student Whiteboards. " Minds in Bloom. N. p. , 26 Feb. 2010 r. Web. 24 Oct. 2013. <http: //www. minds-in-bloom. com/2010/02/7 -ways-to-use-individual-student. html>. Popham, W. J. "Transformative Assessment. " ASDC. N. p. , Apr. 2008. Web. 28 Oct. 2013. <http: //www. ascd. org/publications/books/108018/chapters/Formative-Assessment@-Why, -What, -and. Whether. aspx>. Smith, Kari. "From Test Takers to Test Makers. " ASDC. N. p. , Nov. 2009. Web. 16 Oct. 2013. <file: ///Users/tahshaschabler/Documents/ED 2500/Educational%20 Leadership: Multiple%20 Measures: From%20 Test %20 Takers%20 to%20 Test%20 Makers. webarchive>. West Virginia Department of Education. N. p. , n. d. Web. 20 Oct. 2013. <http: //wvde. state. wv. us/>.